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LESSON PLAN

Unit/lesson title
Place Value with Pirate Pete
National Professional Standards for Teachers: Domain
Professional Knowledge

Lesson duration:
AUSVELS Level
65 minutes
1
Standard
2 Know the content and how to teach it

Specific teaching target: Focus area/s


2.5 Know and understand literacy and numeracy teaching strategies and
their application in teaching areas
Rationale
Students revisit the mathematic al concept of place value. They begin to
partition numbers into tens and units using concrete materials. In this
lesson sequence students consolidate their knowledge of place value for
numbers up to 100 preparing them for their level 2 studies which require
them to partition and group numbers up to 1000.
Syllabus strand/sub strand
Mathematics / Number and Algebra

Class/group
1 Smith

Prior knowledge
Students can count to 100 and skip count by 2s, 5s and 10s. They have had
some experience portioning numbers into bundles of 10 earlier in the year.

Syllabus content description/outcome


ACMNA012 Develop confidence with number sequences to and from 100 by
ones from any starting point. Skip count by twos, fives and tens starting
from zero
ACMNA014 Count collections to 100 by partitioning numbers using place
value

Syllabus
elaborations/content
ACMNA012
developing fluency
with forwards and
backwards counting in
meaningful contexts

Time

5
10

Content/learning experiences
Introduction
Discussion What can we remember about place value?
Warm up counting game (BUZZ) count by 10s, 5s
Starting from 0. Challenge starting from numbers other than
0, Counting forwards and backwards.

Teaching
strategies
Effective
questioning,
mindmappin
g

Class
organisation

Assessment
techniques

Resources

On mat

Questioning Whiteboard
observation marker

such as circle games

10

Introduce Pirate Pete Powerpoint. Go through to slide 6.


Get various students to read, count together as a class.

Smartboard,
Powerpoint
slides

piratepete.pptx

ACMNA014
Understanding
partitioning of
numbers and the
importance of
grouping in tens.

10

Body
Explain students will work in pairs (who they sit next to at
desks). They will receive a pile of coins (counters). They
must sort these into bags of ten to work out how much
treasure they have. They must then sketch how many bags
and how many coins they had in their workbooks.
Model Activity for class using counters and snap lock bags.
Model workbook drawing on board.

Understanding twodigit numbers as


comprised of tens and
ones/units.

Explicit
instruction

In circle
formation
on floor

Workbooks

23
Students return to desks to work on main task.

10

Conclusion
Pack up and come together on mat
Record some student responses on board.
Question to elicit connections between the number of bags
and how we write numbers (Place value).

Snap lock
bags
Counters

Modelling

Students will repeat the activity on different numbers of


coins 4 times. They are to draw their results in a separate
box each time. They can then turn decorate their page as a
treasure map

20

-Fist to 5
do you
understand?

Working in
pairs at
desks.

Questioning
bridge to
next lesson

8 Aboriginal ways of learning

Quality Teaching/Quality Learning Framework

Reference: http://8ways.wikispaces.com/

Intellectual Quality
Deep knowledge
Deep understanding
Problematic knowledge
Higher-order thinking
Metalanguage
Substantiative communication

Quality Learning Environment


Explicit quality criteria
Engagement
High expectations
Social support
Students self-regulation
Student direction

Significance
Background knowledge
Cultural knowledge
Knowledge integration
Inclusivity
Connectedness
Narrative

Reflection:
The students maintained engagement throughout the lesson. They particularly enjoyed playing buzz and taking on the role of Pirate Pete.
After initial explanation and modelling of the task a number of students did not understand the requirements of the task. I chose to then bring
the whole class together on the mat to model the activity again in simpler terms. After this second explanation and modelling students were
able to return to their desks and majority worked relatively independently.
One major area for improvement is the transitions between activities particularly the distribution of materials. In future I would ask students
to collect their materials one by one before they returned to their desks rather than trying to distribute them myself. Also when concluding the
lesson I would allocate roles for collection of materials.
In the next lesson I would allow students to continue to develop their knowledge of tens and units in terms of bags and coins. They would
continue to work with these concrete materials to explore the concept of place value.